Habilidades blandas en la Educación en Ciencias de la Salud: Revisión de alcance sobre su integración curricular.

Juan Antonio Lugo-Machado; Rosa Esmeralda Ortega Villa; Diana Isabel Espinoza Morales; Salma Fernanda Fayyad Cárdenas; Araceli Zazueta Cárdenas; Alejandro Arellano Guzmán

doi:10.6018/edumed.690921

Autores

Juan Antonio Lugo-Machado Universidad de Sonora campus Cajeme, Ciudad Obregón Sonora, México.
Rosa Esmeralda Ortega Villa Instituto Mexicano del Seguro Social, Ciudad Obregón Sonora, México. https://orcid.org/0000-0003-2497-8428
Diana Isabel Espinoza Morales Universidad de Sonora campus Cajeme, Ciudad Obregón Sonora, México. https://orcid.org/0009-0002-2629-1734
Salma Fernanda Fayyad Cárdenas Instituto Mexicano del Seguro Social, Ciudad Obregón Sonora, México. https://orcid.org/0009-0007-4684-737X
Araceli Zazueta Cárdenas Instituto Mexicano del Seguro Social, Ciudad Obregón Sonora, México. https://orcid.org/0009-0006-4690-1412
Alejandro Arellano Guzmán Universidad de Sonora campus Cajeme, Ciudad Obregón Sonora, México. https://orcid.org/0009-0008-6819-3669

DOI: https://doi.org/10.6018/edumed.690921

Palavras-chave: Habilidades sociales, Actitud, Curriculum

Resumo

Resumo

Introdução: As chamadas habilidades socioemocionais — como comunicação, empatia, trabalho em equipe, inteligência emocional, resiliência e liderança — são fundamentais para uma atenção em saúde segura, humanizada e centrada na pessoa. No entanto, seu ensino e avaliação nos currículos das ciências da saúde permanecem heterogêneos e pouco padronizados.

Objetivo: Sintetizar as evidências disponíveis em revisões sistemáticas e de escopo sobre como as habilidades socioemocionais são desenvolvidas, ensinadas, avaliadas e integradas curricularmente na educação em ciências da saúde.

Metodologia: Realizou-se uma revisão panorâmica de revisões sistemáticas, revisões mistas e revisões de escopo conforme a diretriz PRISMA-ScR. Foram buscados estudos publicados entre 2020 e 2025 nas bases PubMed, Scopus, ScienceDirect, Cochrane Library, Epistemonikos, Web of Science e Biblioteca Virtual em Saúde (BVS). Extraíram-se dados sobre características das intervenções, competências abordadas, métodos pedagógicos, estratégias de avaliação e resultados. A qualidade metodológica das revisões incluídas foi avaliada pelas listas de verificação do Joanna Briggs Institute (JBI) e pela ferramenta AMSTAR, e a certeza das evidências foi graduada segundo o sistema GRADE.

Resultados: Incluíram-se 19 revisões que abordam temas como comunicação clínica, empatia, inteligência emocional, educação interprofissional, habilidades não técnicas, aprendizagem baseada em problemas, resiliência e uso de tecnologias emergentes (realidade virtual e inteligência artificial). A maioria das intervenções — baseadas em simulação, metodologias ativas, aprendizagem baseada em projetos e prática supervisionada — demonstrou melhorias consistentes nas habilidades socioemocionais e, em alguns casos, efeitos positivos no comportamento relacionado ao cuidado ao paciente. Contudo, predominaram delineamentos quase experimentais, heterogeneidade conceitual e baixa padronização dos instrumentos de avaliação.

Conclusão: As evidências revisadas sustentam a integração estruturada e longitudinal das habilidades socioemocionais nos currículos das ciências da saúde. Entretanto, é necessário avançar em direção a marcos conceituais compartilhados, instrumentos de avaliação validados e estudos robustos que estabeleçam vínculos entre essas competências e os resultados clínicos, organizacionais e de bem-estar profissional

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